吳亭芳Wu, Ting-Fang謝華馨Hsieh, Hua-Hsin2022-06-082021-01-012022-06-082020https://etds.lib.ntnu.edu.tw/thesis/detail/63d7bac9d82a7c1fb9cdb7294e713840/http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/118003本研究透過交互教學法的介入，搭配數學課本的使用，使國中學習障礙學生學習四項閱讀理解策略：預測、提問、澄清、摘要，並探討其對於學習障礙學生的因式分解學習成效。 研究者採用單一受試實驗法之A-B-M設計，並以三位國中八年級學習障礙學生作為研究對象，於基線期、介入期、維持期三個階段透過研究者自編之數學學習成效測驗評量其因式分解學習表現，並以目視分析及C統計的方式將測驗結果進行資料處理，以探究交互教學法介入之立即成效與維持成效。 本研究的研究結果如下： 一、透過交互教學法的介入，國中學習障礙學生的因式分解學習表現具有立即成效。 二、撤除交互教學法的介入後，國中學習障礙學生的因式分解學習表現具有維持成效。 三、在研究結束後，國中學習障礙學生在數學學習上具有正向積極的學習態度。 本研究依據上述研究結果，對於欲進行交互教學法介入數學課程者，提出教學應用及未來研究方面建議。The purpose of this research is to investigate the effect of reciprocal teaching through predicting, questioning, clarifying, summarizing on mathematics learning for junior high school students with learning disabilities. This study used the A-B-M design of the single-subject research. Three eighth-grade junior high school students with learning disabilities participated in this study. Data was collected based on three periods: baseline, intervention and maintenance, and analyzed by visual inspection and C statistic to investigated the immediate and maintenance effects. The results of this study are as follows: 1.Through the intervention of reciprocal teaching, the Factorization learning performance of junior high school students with learning disabilities had immediate results. 2.After the removal of reciprocal teaching, the Factorization learning performance of junior high school students with learning disabilities had maintained its effectiveness. 3.After the end of the study, junior high school students with learning disabilities had a positive and active learning attitude in mathematics learning. According to the results, this study proposes teaching applications and the recommendations to future research for those who want to engage in reciprocal teaching methods in the mathematics curriculum.交互教學法學習障礙數學學習成效閱讀理解單一受試reciprocal teachinglearning disabilitiesmathematics learningreading comprehensionsingle-subject design學術論文